AnalysisoforalEnglishteachinginmiddleschools論文定稿

1、 第 1 頁 共 13 頁 Project Title: Analysis of oral English teaching in middle schools Investigator: Dong Yuhua Puyang Radio & TV University Submitted on November 20, 2012 In fulfillment of the course “Practical Project Design” 第 2 頁 共 13 頁 Thanks I am very grateful to my supervisor Miss Han without whose

2、 support and patience， this project would not have result. I am also grateful to my classmate Li Weiying、Cheng Minghui and Wang Jiangtao for their time spent on derection and discussions with me. Thanks will not be enough for my students without whose willing participation in the project implementat

3、ion it would not have any achievement. Last thanks go to my parents who have given me great encouragement and have shared with me my worries and happiness in the process of this project. summary Summary of the contents: In the course of English teaching, there was some misunderstanding on oral Engli

4、sh teaching in middle schools and countermeasures, resulting in a very difficult situation improving oral English teaching. With the continuous improvement of teaching method of English and improvement of teaching level, The traditional teaching forms have been unable to adapt to the new teaching mo

5、de. At present, English oral application in the middle school, we can see, some students written results is quite good but oral English is very poor. in daily communication activities, some students wants to speak very well, but if you want them to express the meaning, they will not know what to do.

6、 And also some students usually talk language smooth, thinking agile, but at an official statement, they will be hesitant and stumbling, The phenomenon of things like that is everywhere. Only stimulate students strong interest in language, we can make an improvement in teaching and training of teach

7、ers. So in this article, I make a number of comments on secondary school oral English teaching, by identifying the factors under the influence of oral English teaching in middle school. For example: lightly spoken English, learning English edification of fear, lack of English-language environment, a

8、nd so on. Adopt proper and effective teaching methods, that is to say, I will take the necessary measures to promote after-school practice, implementation after class recordings oral job, timely feedback information 第 3 頁 共 13 頁 to improve students learning interests, and correct errors of oral job,

9、 improving the accuracy of written work, change the traditional assessment methods, raise consciousness in learning to improve spoken language widely. In other words, to improve students oral English, teachers and students need to work together, to truly realize the transformation from examination-o

10、riented education to quality education, We must reflect in peacetime in the teaching process learning of new concepts, through long-term unremitting efforts to improve students English speaking ability. Directory Introduction -1 Executive summary -2 一、Influence factors of oral English teaching in mi

11、ddle schools -2 （一）、The thought of despising English spoken language -2 （二）、The dread of study English -3 （三）、Lack of English language environment influence -3 二、Secondary school oral English class teaching method -4 （一）、Take the necessary measures to promote after-school practice -4 （二）、Implementat

12、ion of the after-school recording oral job -4 （三）、Timely feedback information to improve students learning interest -4 （四）、Corrected oral job errors, improving written work correctly -5 （五）、Changing the way of traditional assessment to raise consciousness in learning -6 三、Rule recommendations of ora

13、l English teaching in middle schools -6 （一）、Initiative - -6 （二）、Encourage students to speak - - -6 （三）、Providing opportunities to learn English - -6 第 4 頁 共 13 頁 （四）、Stressing the cultivation of innovation ability -7 （五）、Create a classroom atmosphere -7 四、Concluding remarks -7 Bibliography - -8 Exec

14、utive summary: communication is the essence of the teaching of English (communication), which is between teacher and student, communication between the students, not that I teach you to learn, English teaching is through these communication activities, enable students to form English capability. In

15、the communication process, teacher-student interaction is between awareness activities on both sides. Students can not progress without teachers awareness of teaching law, teachers awareness of teaching law must depend on students the objective effect of teacher-directed learning. Teaching is to pro

16、mote such exchanges, we can say in English “Teaching is of conmmunication by conmmunication and for conmmunication. In order to develop students communicative competence, I focus on the learning and communication strategies departments. This article describes methods of oral English teaching in midd

17、le schools, through interference encountered in oral English teaching in middle schools, take the right teaching methods, feasibility of teaching rules recommendations adopted, so that students learn English not mute English in English communication, so as to enhance students practical use of Englis

18、h standards. Keywords: communicative competence; interference; methods of teaching; teaching rules 第 5 頁 共 13 頁 Analysis of oral English teaching in middle schools Introduction Language is the carrier of culture, is a tool for communication. As social of continued high-speed development, The increas

19、ing application of the world of things, as well as linguistic diversity, English as a world general language, and as well as the official language of the US and European countries ,many national has regarded English as second language to learn, this has accelerated oral using of English oral; on the

20、 other hand. As China joined WTO, more and more of foreigners came to China, and Chinese also large bulk to abroad or business learning, When exchanging information, express the emotion and meaning, people first need to be talking If you cannot speak a foreign language, one cannot smooth communicati

21、on, and even make some people into a greater difficulties. Therefore, fostering middle school students oral English communicative competence is become more and more important. However, in todays rapidly changing of education reform. Still in middle school, English teaching to read and write to the C

22、enter, Compete with the written stage. With the result that, most of our students have become experts of English questions, but said in some occasions become mute. Most students oral communication is either stuttering or inarticulate, Its difficult to express their own thoughts using spoken English

23、that they had learned. Therefore, we say that these students learn English is incomplete, even they will have some trouble using English to express. Precisely because some university graduates cannot speak fluent English and lose the chance to find a satisfactory job. 一、Influence factors of oral Eng

24、lish teaching in middle schools （一）The thought of despising English spoken language Many students motivation to learn English is to the exam, however there was no oral test items, so they think oral English training is a waste of time. Not only the teachers but also the students oral English trainin

25、g, whether they have paid sufficient attention or not, in the new textbooks, it still follow the beaten track, nearly having any new things. Teaching focus is still stuck on the explain the language points, neglect of oral training, resulting in a dumb English phenomenon; The student can only read,

26、not speak. But judging from the language of the law, in any language, spoken language is 第 6 頁 共 13 頁 the first aspect, language is the second aspect. Communication from person to person mainly through listening and saying, seldom through read-write. New curriculum requirements, purpose of the outli

27、ne is: development of basic skills of listening, speaking, reading and writing, training in oral and written English communication ability on initial application. All this amply demonstrates, quality education in the teaching of English, is learning and improve the comprehensive English language abi

28、lity. Therefore, strengthening the teaching of English listening in middle school, we focus on literacy, and give full play to the communicative function of English, we will implement the party spirit of education outline into teaching, thereby we can improve the overall quality of middle school stu

29、dents English. (二)The dread of study English When many students speak English, they always have a psychological fear. They are afraid to make mistakes, to be blamed by the teachers, and to be afraid of being made fun of . This kind of fear often leads students in oral expression of emotion to be anx

30、iety and nervous, affect their thinking and normal communication. High anxiety students to be questioned in class is often extremely tense. So making mistakes is frequently, and they decline in language proficiency, the student not reluctant to speak. Fear is the main psychological factors affecting

31、 oral. However, the strength of students language anxiety is connected with the teachers treatment of language errors in students learning and the students learning experiences in the past. The students there have been setbacks and failures in learning are afraid of teachers criticized. Its easy to

32、have feelings of fear and anxiety. They lack of self-confidence, lack of motive power of study. It is a kind of mental state of self-imposed isolation, there are questions without answers, and they arent active in talking to the teacher. It is true that sometimes teachers are also important factors

33、influencing students classroom anxiety. Teachers classroom behavior and attitude can easily cause students excessive tension, so that they cannot fully express themselves will affect the enthusiasm of their active participation in the classroom spoken language training activities. When the teacher c

34、orrect students language error problem, when the error problem is corrected, how many times are corrected, how correct the error problem, can influence students usual lack of oral 第 7 頁 共 13 頁 practice. When they open their mouths, they will not have a sense of ownership, while they often consider i

35、f the statement that said is in line with the rules of grammar. So, Fear mental hinder the successful conduct of oral English training. （三）Lack of English language environment influence Advocates of communicative teaching Olat (AII-Wright) believe that language learning success is to put students in

36、 a required target language communication. In order to cultivate students ability of an opinion on the language properly or not in the form of combination and context ability to understand the language of form and meaning. But The real communicative situations of our students is very limited access,

37、 and the main environments of their English learning and knowledge is the classroom. At present, in most English class, It is only the form that a teacher only have a pen, a book, and just saying, That lack of atmosphere and the occasion of the students using the target language, oral practice are o

38、ften controlled by the teachers. Mechanical drill lead lack of ideas, information, emotional interaction between teachers and students and meaningful exchanges. 二、Secondary school oral English class teaching method （一）、Take the necessary measures to promote after-school practice According to statist

39、ics, a foreign language class last for 45 minutes, with a class size of 50 students, if the teachers English teaching are proper, a classmate drill oral English within a week in class for about 1.5 hours. If they cannot make full use of their spare time to do oral practice, how do they learn a forei

40、gn language well? In the past, we often adopted to persuade reading self test to conduct supervision and inspection, That is to say that the teachers require students to read aloud daily English and to record content and time, then sign their parents names every day, once a week or several times let

41、 the teacher check. So do that, certainly played an urged role, but in fact, the teacher only learn the students quantity of oral exercises after class, and quality content still know very little. Many parents also reflected: we do not understand foreign languages, I do not know what children read,

42、They do not know that the children was right or wrong. There are some irresponsible parents, for their easy, after the childrens simply reading 第 8 頁 共 13 頁 aloud, they will all sign their name on the self test. So I asked the students to completely record the lesson that recite the texts after clas

43、s, especially the drill of sentence pattern, every picture, every sentence has to be carefully recorded, the tapes were handed in once a week, I would check one by one. It is sustained for two years, the students imitation of pronunciation and intonation, and in terms of bold open practice, there ha

44、s been remarkable progress. （二）、Implementation oral job of the after-class recordings Layout oral recording job at the beginning, I have encountered many unexpected problems. If the tape has problem. The findings is some students dont have the recorders, It is reflected that the recorder is broken.

45、But most of students that have the recorded audio because of excessive tension, with shivering and shaking voice; some language are not a sentence, just in the course of a text being recorded, they repeatedly pressed pause on several occasions, losing coherence in a text story or dialogue; there is

46、no loss of explosive, intonation is not correct; sentence syntax errors occur when they make sentences. For different types of issues I adopt different solutions. Teach classmates to use a tape recorder. To contact parents to hope that they can provide their children with the necessary learning cond

47、itions. Praised classmates that handed in the tape . Play several tape of high quality audio to the parents at the parents meeting, which caused the parents understanding and support. After class recording this oral arrangement and implementation of job have been parents for their understanding and

48、support. At present, many students were gotten rid of condition that only handed in the tape in the past, They tried to complete recording of high quality jobs. （三）、Timely feedback information to improve students learning interest Weekly collection of cassettes I will listen to carefully every disk

49、and make records, tracking analysis. Like continuous reading, missing explosion errors in sentences, correct on the next lesson in a timely manner. During the lunch hour, I often carried a tape recorder to the classroom to play tapes and selected a few good quality recording to play. These student a

50、ssociation students praise to motivate themselves. Sometimes play a few tapes of the disc that is not of high quality, from the searching eyes of the students, 第 9 頁 共 13 頁 the classmates were arising from vigilance, learning, They effort to correct. For the students that individual oral job is comp

51、leted well, I used to give individual counseling, Each week I will publish results of check tapes to the whole class, and the things will be posted on the weekly home and school connection on the book. （四）、Corrected oral job errors, improving written work correctly Recite the soundtrack to be able t

52、o read with imitation, but asked to do drills practice recording, students tend to greater difficulties, I will take the following approach: make a dialog beginning with a group of two sentences. Then transition to a group of four sentences, a group of six sentences. use general questions to make up

53、 a question-and-answer, and then use special questions to make up a question-and-answer. From easy to difficult, though propagation. At the beginning I copy the sentences on the blackboard and let students practice, develop slowly to let students do dictation and recorded sentences. limited optional

54、 training in class, and each home will be recording each sentence, each picture in the required training. That would address the lack of hours is short and students extensive practice of contradictions. Require each student carefully record every sentence and picture. That solved the contradictions

55、that lack of hours because of their classes no time to extensive practice . In the course of each student carefully recording. Its true that they change the audiovisual into saying. That is to say, it is cognitive processes that they change perceptual knowledge into rational knowledge, book knowledg

56、e into their knowledge. Im in the process of listening to the tapes, record the students errors, and corrected in a timely manner, which greatly improves the accuracy of written work of the students. The following are examples: Whats the weather like today? It looks cloudy. It a cloudy day. In the p

57、rocess of recording, many students incorrectly read as Its looks cloudy. It a cloudy today. Things that concept is unclear, especially, it will be highlighted when I teach a new tense. If there is such a group of dialogues: What do you want to do? I want to make a snow man. What does Sandy want to do? He wants to draws a picture.